August 26, 2014
With the ongoing support of the Vaughn Gross Center for Reading and Language Arts through the Texas Literacy Initiative, Bastrop Independent School District instructional specialists have enacted a robust coaching cycle to support all teachers at its secondary campuses in incorporating reading, writing, and vocabulary instruction in all of the core content areas.
Leaders in Bastrop Independent School District (BISD) first set out to implement the coaching model more than a year ago. At the time, the Director of Secondary Education at BISD, Nancy Roll, sought assistance from the Vaughn Gross Center and the Texas Literacy Initiative.
In the coaching cycle, instructional specialists meet with teachers to identify their professional development needs before observing teachers in the classroom and then providing meaningful one-on-one feedback based on the observations. The coaching cycle then repeats, enabling teachers to improve their craft, learn on the job, and immediately enact new techniques.
Vaughn Gross Center staff members have worked side by side with BISD instructional specialists throughout the process. First, the Vaughn Gross Center staff members directly provided coaching to teachers as the instructional specialists observed. Gradually, the instructional specialists took over the coaching process, with support from the Vaughn Gross Center. Collaborative planning and modeling have helped to build the coaching capacity of the instructional specialists.
A recent survey revealed that BISD instructional specialists found the Vaughn Gross Center coaching support to be highly beneficial, noting especially how assistance was individualized for specific content areas. Mary Gray, an instructional specialist at Bastrop High School, explained that the model of coaching support was beneficial because she could talk to her Vaughn Gross Center support provider before and after each of the three components of the coaching cycle to assist with the planning process and implementation. “I also like that this program allows us to work at our own pace,” she said. “It has been great.”
Instructional specialists described the support as being “most effective in showing us how to coach” with “no pressure.” One coach noted that repeating the process with a consistent teacher “really made the difference in how the teacher and I grew.”
Instructional specialists and teachers are beginning to notice the difference that instructional coaching can make. As one instructional specialist explained, “I’ve seen a difference in the teacher’s classroom instruction based upon our coaching conversations.” Teachers were happy to receive feedback from the instructional specialist and to implement new practices. Participating teachers have felt progressively more comfortable asking the instructional specialists for help and inviting them into their classroom. These increasingly open relationships have even served to create a more collaborative culture on the campuses.
BISD plans to continue strengthening the coaching model this upcoming school year by increasing the number of teachers involved in the coaching process and by introducing a peer-coaching model with the support of the Vaughn Gross Center. The peer coaching process will provide teachers with a space to work together to reflect on current practices and share ideas for continual improvement. “We want to create a culture where we welcome observers into our classrooms and we seek feedback,” Roll said. “Teachers can learn so much from one another.”